NAME: MICHELLE G.

ANTOQUE DATE: December 03 , 2021

PROGRAM: Master of Science in Teaching Science

SUBJECT: IC- 204 Graduate Research Seminar

The Strategic Response to Academic Continuity: Migrating to Flexible Teaching and

Learning Amidst COVID- 19 Pandemic

INTRODUCTION

The COVID-19 pandemic has created unprecedented challenges economically, socially,

and politically across the globe. More than just a health crisis, it has resulted in an educational

crisis. During lockdowns and quarantines, 87% of the world’s student population was affected

and 1.52 billion learners were out of school and related educational institutions (UNESCO

Learning Portal, 2020). The suddenness, uncertainty, and volatility of COVID-19 left the

education system in a rush of addressing the changing learning landscape.The closure of schools

had far-reaching economic and societal implications, affecting not only students, academics, and

their families. It has also brought attention to a variety of social and economic issues, such as

student debt, digital learning, food hunger, and homeless individuals, as well as childcare,

healthcare, housing, the Internet, and disability services. As a result, each education division at

the regional and national levels must take precautionary measures and steps to develop flexible

and innovative programs that can be accessible at any time and from any location, as well as

devise inventive ways to avoid national exams.

The coronavirus disease 2019, an infectious disease caused by SARS-CoV-2, has spread to

various nations around the world. As a result, countries took a variety of measures to combat the

virus. To combat the virus's spread, schools and universities have devised a variety of methods

for communicating with students via the internet.

 COVID-19 has caused such a significant upheaval in the educational system that colleges

must respond as quickly as feasible. Higher education institutions are being urged to create a

resilient learning system based on evidence and needs in order to implement responsive and

proactive solutions. Dealing with COVID-19's effects in higher education institutions

necessitates a diverse set of viewpoints from all stakeholders. The administration, which supports

the teaching-learning processes, the students, who are at the center of the system, faculty

members or teachers who perform various academic roles, parents and guardians who share the

responsibility for learning continuity, the community, and external partners who contribute to the

students' completion of their educational requirements should all be consulted. These complex

identities demonstrate that a higher education institution has a diverse set of stakeholders (Illanes

et al., 2020; Smalley, 2020). 

Teaching and Learning in Times of Crisis

In times of crisis, the teaching and learning process takes on a new form. Schools and

colleges must be resilient in the face of disasters and crises (both man-made and natural), and

discover innovative ways to continue teaching–learning activities (Chang-Richards et al., 2013).

As a result of the global health crisis, one developing reality is the migration to online learning

modalities to reduce the risk of face-to-face engagement. As a result of the pandemic,

universities are being compelled to switch from face-to-face to online delivery. During school

lockdowns in the Philippines, most universities and schools, have resorted to online study.

However, this abrupt shift has caused issues, particularly for students who do not have access to

technology. When people use online learning as a result of the epidemic, the divide between

those who have access and those who don't widens. Teachers and students have struggled with

maintaining academic engagement.

 Due to connectivity limitations, the concept of flexible learning has arisen as a viable

option for online learning, particularly in higher education institutions in the Philippines.

Flexible learning focuses on offering students control over their learning pace, location, and

mode, which can be facilitated through effective pedagogy (Gordon, 2014). Learners are given

the choice of how they will continue their studies, where and when they can do so, and how they

will comply with the standards and demonstrate learning results. Flexible learning and teaching

encompasses a wide range of ways that may accommodate a wide range of learners' demands.

"Independence in terms of time and location of learning, as well as the availability of some

degree of choice in the curriculum (including content, learning strategies, and assessment) and

the use of contemporary information and communication technologies to support a variety of

learning strategies," according to the report. Curriculum re-calibration is concerned not only with

the content of what is to be studied and taught, but also with the manner in which it is to be

learnt, taught, and assessed in light of the pandemic's problems. A flexible curriculum should be

learner-centered, taking into account the demographic profile and circumstances of learners–such

as access to technology, technological literacies, different learning styles and capabilities, and

different knowledge backgrounds and experiences–and ensuring varied and flexible forms of

assessment (Ryan and Tilbury, 2013; Gachago et al., 2018). During a pandemic, the difficulty is

to strike a balance between the need for pupils to acquire important basic competencies and the

desire of teachers to attain the curriculum's intended results.

In the context of flexibility, it is necessary to examine the learners' involvement in the

teaching-learning process. It's all about creating and implementing effective learning experiences

so that each student gets the most out of his or her time in the classroom. Teachers may use

flexible distance learning options such as correspondence teaching, module-based learning,

project-based learning, and television broadcasting if face-to-face learning is not possible during

the pandemic. Computer-assisted education, synchronous online learning, asynchronous online

learning, and collaborative e-learning are all options for learners who have access to the internet.

Technology's Impact on Learning Continuity

Technology allows individuals connect and even work online without the need for face-

to-face interaction in times of disaster, providing inventive and resilient solutions to counteract

disruption. As firms adopt new technologies for communicating and working, this results in a

slew of system adjustments (Mark and Semaan, 2008). However, technological obstacles such as

internet access, particularly in areas where there are no signals, can be the most significant

impediment to teaching and learning continuity, particularly for academic institutions that have

chosen online learning as a teaching mode. As a result, during the pandemic, alternate learning

models should be supported by a well-designed technical and logistical implementation plan

(Edizon, 2020). Ninety percent of the world's student population has been harmed by the

nationwide shutdown of educational institutions in an attempt to restrict the virus's spread

(UNESCO, 2020). The goal of this research is to look into the issues of maintaining teaching and

learning continuity during the epidemic. An significant aspect is the necessity to limit the

immediate impact of school closures on the continuity of learning among students (Edizon, 2020;

Hijazi, 2020; UNESCO, 2020). Furthermore, because teachers are the ones who provide and

support the learning process, their viewpoints are just as significant as the learners'. Teachers

should effectively address the present issues of facilitating learner learning, learner

differentiation, and learner-centeredness, as well as being prepared to serve as facilitators on

remote learning platforms (Chi-Kin Lee, 2020; Edizon, 2020; Hijazi, 2020).
 The findings of the study shows that flexible learning in classroom helps to promote

quality education. The strategic actions included short-term plans of possible limited physical

classes and long-term plans of pure online classes. Embedded in the plans are the in-class and

off-class mode, re-structuring and retrofitting requirement for limited face-to-face classes, and

the upgrading of internet-based facilities for pure online classes. On top of this, they need to

cater to learners who have no access to the internet includes the translation of online learning

modules to printed modules. Online learning was new to the university, faculty flexibility was

also addressed. The institution offered a series of online trainings for faculty members on module

development for flexible learning distance education and the usage of an online learning

management system. Faculty reskilling and reconfiguration via a series of online webinars on

laboratory teaching using simulation learning for teachers handling laboratory, RLE, and OJT, as

well as a cross-skilling and reimagining via a series of online webinars on developing faculty

members' counseling skills in response to the COVID crisis. During the pandemic-induced

suspension of physical classes, the university launched the Higher Education Connect webinar

series, which acted as a forum for sharing and exchanging best practices. Information sharing

platform, Online learning platform, Hands-on training platform, Repository of web tools, and

Laboratory for data analytics were among the online for and webinars that provided professional

development for instructors.

Educational Institutions Recommendations

It is also strategic to develop collaboration with stakeholders (Local Government Units

(LGU), Alumni, Partner agencies). The forging of partnerships with LGU provides avenues

where students during off-class students will go to the learning hub in the LGU complete with

internet connectivity for students to work on their tasks in case they don’t have connectivity at
home, so students will not go to the internet café and pay. This will also provide opportunities

for resource sharing for the benefit of the students. Teachers with a high level of proficiency

should be employed in the classrooms.Technical knowledge and competence The schools'

administrations.  Infrastructure must be in place to allow for flexibility. The Internet is primarily

used for learning. It is possible for teachers to employ techniques of instruction based on

technology. The twenty-first century has brought with it a new set of challenges. Technology has

deep roots in the twenty-first century. Every field, particularly education, is impacted. Students

are advice to learn via the internet and other resources which ways to learn using technology. As

a result, the academic Institutions must use flexible learning in order to meet the needs of

students to improve the performance of students in the classroom based on their own particular

preferences.

Implementation and On-Going Assessment of the Strategic Response

The strategic response's implementation necessitates the participation of all university

stakeholders in a coordinated effort. The process necessitates the participation of the

administration, instructors, staff, students, parents, and other stakeholders, allowing the

institution to go forward while successfully managing and minimizing risks. As a result, the

institution is undertaking a continual process of collaboration, feedback, and thorough

monitoring to ensure that the plans are implemented successfully. Regular dialogues and

discussions among stakeholders, student and faculty capacity building, open communication

through hotline centers, and continuous quality assurance monitoring mechanisms enable the

university to enhance and implement strategic programs and activities successfully despite the

pandemic.
CONCLUSION

Students should be aware of the importance of improving their skills. Flexible learning

allows people to come and go as they like. They passed their career with flying colors. They

should be well-equipped yourself with a deep understanding of technology in order to pique their

attention and facilitate their learning and efficient. Flexible learning teaches students to plan

ahead their activities based on their passions and interests. It also keeps their minds in a joyful

state and away from any negative thoughts fear of the outside world. As a result, the study shows

that flexible learning is beneficial. In the classroom, it aids in the promotion of high-quality

education. Online learning means education that uses Internet technology. Within the last few

years, it has transformed the paradigm of traditional education by allowing education to be

flexible without being constrained by distance, place, or time.

The latest technology must be employed in online learning to improve the learning

process and interactions between professors, students, and technicians. It can be regarded as a

crucial aspect that can either support or inhibit the use of e-learning by students and professors.

Online learning also saves money without sacrificing learning quality. Professors are required to

be more facilitators, collaborators, mentors, trainers, directors, and study partners as a result of

these changes, and to provide students with more learning options and accountability. They must

be able to innovate in their pedagogical approaches and instructional materials in order to

communicate their learning to pupils. Students must be exposed to disruption and innovation in

order to adopt e-learning. Putting online learning into practice.

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